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© Unnes Journal of Mathematics Education Research, 2022
Affiliations
Moh. Aminudin
Universitas Negeri Semarang
Kartono Kartono
Universitas Negeri Semarang
Masrukan Masrukan
Universitas Negeri Semarang
How to Cite
Problem Solving Skills in Challenge-based Learning with Tutor Feedback Based on Cognitive Style
Vol 11 No 2 (2022): December 2022
Submitted: Jan 22, 2023
Published: Dec 30, 2022
Abstract
This study aims to identify the problem-solving skills in challenge-based learning by utilizing tutor feedback from students in terms of cognitive style. The research subjects were grade 10 students of Pekalongan Islamic High School in the 2021/2022 academic year. A qualitative method was employed in this study, while data collection techniques utilized a mathematical resilience questionnaire and interviews to determine students' mathematical reasoning skills. The results showed that 1) field-independent subjects' problem-solving skills were measurably stronger than those of field-dependent subjects. FI subjects can determine the information asked in the problems and explain them; 2) FD subjects encounter obstacles in applying concept knowledge, implementing various effective strategies to solve problems, and reflecting on the problem-solving process.